教师对残疾儿童纳入马拉维利隆圭幼儿发展中心的看法和态度

发布时间：2021-03-23 04:32

　　自从全民教育（EFA）出现以及强调融合教育以来,在马拉维利隆圭的儿童早期发展中心,常规教室里特殊需要学习者不再令人震惊。融合教育是否成功取决于老师和他们持有的态度是促进还是抑制对孩子的教育。本研究的首要目的是确定教师对残疾儿童的一般态度,以及它是如何受教师教育资格水平,与特殊需求相关的课程数量,培训需求,支持需要,包括特殊需要儿童在内的年限影响的。这项研究想进一步发现,教过特殊儿童的教师和没有这一经验的教师在态度上是否有显著性差异。本研究采用定量研究设计。利隆圭马拉维幼儿发展中心共有88名教师参加了这项研究。本研究使用SPSS 23版本进行数据分析,其中包括描述性统计,相关分析和t检验。结果表明,教师对中立态度持适度积极态度。目前的研究还提供证据表明,教师的态度和对培训的需求、支持和教师学过的与特殊需要教育相关的课程数量之间存在着密切的关系。教过特殊需求儿童的教师的态度与没有教过特殊需求儿童的教师的态度没有统计学差异。结果显示,虽然融合教育正在实施,但它的成功是值得推敲的。它进一步表明,特殊需要学习者的教育取得成功需要受过良好培训的教师和环境支持。任何特殊需求教育的重大变化都会引起教师... 

【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校

【文章页数】：70 页

【学位级别】：硕士

【文章目录】：
Dedication
Acknowledgements
摘要
Abstract
List of Acronyms
Chapter 1. Introduction
    1.1 Background
    1.2 Statement of the problem
    1.3 Purpose of the study
    1.4 Significance of the study
    1.5 Definition of terms
    1.6 Organization of the study
Chapter 2. Literature review
    2.1 Social model of disability
    2.2 Early childhood education and children with disability
    2.3 Teacher attitude towards inclusion of children with disability
    2.4 Factors affecting teachers attitude
        2.4.1 Training and education qualification
        2.4.2 Perceived support
        2.4.3 Experience of contact with special need
        2.4.4 Years of teaching experience and teacher attitude
        2.4.5 Summary
Chapter 3. Methodology
    3.1 Research design
    3.2 Participants
    3.3 Research instrument
    3.4 Research procedure
Chapter 4. Results
    4.1 Demographic statistics of respondents
    4.2 Teachers general attitude towards children with special needs in regularclassroom
    4.3 Factors relating to teachers attitude towards children with disability
        4.3.1 Correlation between general attitude and teacher educationqualification
        4.3.2 Relationship between attitude and special education course
        4.3.3 Attitude and years teaching special need learners
        4.3.4 Relationship between teachers attitude and need for training
        4.3.5 Teacher attitude and need for support
    4.4 Differences in teachers' attitude
    4.5 Other findings related to teachers attitude
        4.5.1 Factors affecting teachers attitude
        4.5.2 Child disability related factors
        4.5.3 Lack of training and skills
        4.5.4 Support related factors
        4.5.5 Significant challenges faced by teachers when handling special needs
    4.6 Summary
Chapter 5 Discussion
    5.1 Teachers attitude and children with disability
    5.2 Factors affecting teachers attitude
        5.2.1 Education qualification
        5.2.2 Need for training
        5.2.3 Supporting early childhood teachers
        5.2.4 Attitude and years of including special need learners
    5.3 Including special need learners
    5.4 Summary
    5.5 Recommendations
    5.6 Limitations of the study
    5.7 Suggestions for further research
Reference
Appendix A
Appendix B
Appendix C



本文编号：3095142